This discussion focused on navigating the layers of text complexity to determine the embedded text supports provided by authors. Quantitative dimensions of the texts were examined, such as word count, number of sentences, sentence length, unique words, most used words and phrases, sentence variety, Flesch-Kincaid grade levels, and Flesch-Kincaid reading ease. Also examined were qualitative dimensions, including text structure, text arrangement, clarity, and levels of meaning. Findings concluded that authors may intentionally or unintentionally assist young readers by embedding the following into their texts: repeated words and phrases, simplified syntax, dialogue boxes, embedded definitions, special fonts, and predictable text structures. Selected children's literature featured on the International Literacy Association's 2015 and 2016 Children's Choice and Teachers' Choice reading lists were provided to illustrate the identified embedded text supports. Lastly, semantic gradients were described as one research-based activity that can bridge the gap between the author's embedded supports and the complex texts students will encounter in later years.